SELF OBSERVATION AND REFLECTION
A. OBJECTIVES
1. Knowledge ⇒ Communicative competence =
By the end of the lesson, students will be able to
linguistic knowledge + linguistic competence
⇒ The objectives should be more specific: Use vocabulary
- Memorise and use vocabulary related to the topic;
related to the topic of preserving heritage.
- Read for general ideas and detailed information about how
2. Competences ⇒ General competence
to protect our heritage.
- Develop communication skills and creativity;
3. Personal qualities ⇒ Attributes
- Develop presentation skills.
⇒ Suggestions:
- Develop a sense of protecting our heritage.
OBJECTIVES
By the end of the lesson, students will be able to:
- Read for main ideas about how to preserve our heritage.
- Read for specific information about the ways teenager can
protect heritage.
- Guess the meaning of words from the context.
Teacher: Trịnh Hoàng Phương Anh – 48.01.701.010
Teaching point: Unit 6 – Lesson 3 – Pre-reading
Activity 1: Warm-up (4 mins)
a. Objectives:
- To get Ss involved in the lesson.
- To activate Ss’ background about our heritage and its
importance.
⇒ These objectives do not follow the 2018 general curriculum
- To introduce the topic of reading.
and the objectives of pre-reading stage. Additionally, the
objectives should be more specific. In the pre-reading stage,
the purposes are:
- Arouse Ss’ interest of the reading lesson about preserving
heritage.
- Activate Ss’ background knowledge about heritage and its
importance.
- Introduce the topic of reading which is about how teenagers
⇒ Suggestions
can preserve heritage.
Objectives:
- Ss will be able to share their interest and background
knowlegde about heritage and its important.
- Ss will be able to identify the topic of reading which is about
how teenagers can preserve heritage.
Lesson plan Comments and
suggestions
- Divide class into 2 groups. - This activity is fun because
- Give each group a puzzle students can work in groups
and ask students to arrange to play a puzzle and guessing
the pieces to form a complete game, which is suitable for
picture. students with visual and
- Ask Ss to guess the pictures. group learning styles.
Additionally, students need to
try to be faster than the other
groups, making them fully
engaged in this activity.
Moreover, the pictures of this
game are about the heritage,
which is related to the topic
lesson and thus arouses
- Ask Ss to discuss whether students’ interest and
the heritage in the picture is activates their background
important. (Is Cai Luong knowledge of the topic lesson.
important? Is Ha Long Bay
important?) - This discussion activity helps
- Lead in to the topic of the activate students’ background
reading lesson: How to knowledge about heritage
protect our heritage and its importance. Therefore,
I can lead into the topic of the
lesson: how to protect our
heritage.
“As we can see, heritage is
very important, that’s why we
need to protect our heritage.”
Activity 2: Presenting new vocabulary and giving guiding questions (11
mins)
a. Objectives:
- To help Ss learn and memorise new vocabulary related to the topic.
⇒ These objectives do not follow the 2018 general curriculum
- To help Ss practice reading for general ideas.
and the objectives of pre-reading stage. Additionally, the
⇒ Suggestions
objectives should be more specific.
Objectives:
- Ss will be able to memorise new vocabulary related to the topic about
preserving heritage.
- Ss will be able to to predict the content of the passage based on the guiding
questions.
Lesson plan Comments and
suggestions
- T shows pictures to elicit Ss’ - I only used one method of
answers and presents new presenting vocabulary, which
vocabulary. is showing pictures and
- T asks Ss to repeat after presenting the words. This
presenting each vocabulary. approach is boring and not
engaging.
- I chose 7 lexical items to
teach: appreciate, promote,
entry, trending, keen, giving
voice to, propose. However,
some items are not necessary
to teach because Ss can
guess their meanings from
the context and, which allows
me to save time. Therefore, I
belielve I can only need to
teach “appreciate, promote,
entry, keen, propose” using
various methods.
- Another suggestion is that I
Consolidation can ask Ss to underline the
- T asks Ss to complete a gap- words they do not understand
filling exercise for and then present those words
consolidation. with various methods, which
⇒ Suggestions to present
- T asks Ss to peer-check if is more student-centered.
they finish.
the vocabulary with
various methods
This activity can help students
review the words they have
learned. However, it would be
more effective if the topic of
the sentences were related to
the reading lesson's theme,
making it more useful and
connected to the lesson they
⇒ Suggested gap-filling
will be learning.
sentences to review the 5
words learnt
1. She has a _______ sense
of tradition and loves
celebrating cultural
festivals.
2. Young people should
learn to __________ the
value of traditional
customs and stories.
3. We submitted our short
film as our _________ for
the heritage video
challenge.
Guiding question 4. Schools can __________
- T asks Ss to look at the title cultural heritage by
and quickly read through the organizing folk dance
passage and choose the main performances.
idea of the text. 5. She __________ a new
idea for the traditional
festivals event last week.
Key answers:
1. keen
2. appreciate
3. entry
4. promote
5. proposed
- I think I should not ask
students to read through the
passage and choose the main
idea, as this activity belongs
in the while-reading stage.
Instead, I should allow
students to look at the title
and pictures to make
predictions and expectations
about what they are going to
read.
“Now look at the title
Preserving our heritage: Ideas
from teenagers” and the
pictures, then guess what the
passage is about.”
